Spring 2015 Courses:
U ED 70200—Historical Contexts in Urban Education
GC: T, 415- 615p, Room TBD, 3 credits, Brier  only open to UED students
U ED 70500—Educational Policy
GC: M, 415 - 615p, Room TBD, 3credits, Michelli  only open to UED students
U ED 72200—Mindfulness, Wellness, & the Science of Learning: Priorities for Research in UED
GC: H 630 - 830p, Room TBD, 3 credits, Tobin & Alexakos 
This research intensive course examines key trends associated with health and wellness in urban communities in the United States and elsewhere in the world. Trends and issues are related to well-being and the potential for equitable lifestyles. Educating the public in urban contexts will be explored in terms of the birth through death continuum, in selected institutions that include and extend beyond college and K – 12. For example, the institutions we study explicitly include media, religion, hospitals, child care facilities, retirement villages, senior citizen organizations, recreational centers, wellness centers, museums, zoos, and public libraries. A critical perspective will be incorporated to foreground equity and social justice in relation to what is happening, what is proposed, and what appears to work.
U ED 74100—Quantitative Methods in Urban Education
GC: M, 630 - 830p, Room 6418, 3 credits, Battle  only open to UED students
U ED 75200—The Politics of Education
GC: H, 4:15-6:15, Room TBD, 3 credits, Vitteriti 
This course is concerned with how politics shapes policy in American cities. It will start with a consideration of some original thinking about the purposes of education in the writings of Thomas Jefferson and Horace Mann. It will then look at the institutions that shape policy at various levels of government and consider particular issues, such as: desegregation, school finance, standards, school choice, and mayoral control. Finally, it will examine the political dynamics of particular cities -- about seven or eight in all, with some focus on New York. The course will be somewhat historic in approach and ask how or whether policy at various levels has become more or less responsive to students most in need over time. The class will be run as a seminar designed to maximize student discussion. The goal is to dissect and analyze issues from as many perspectives imaginable. There will be three essay assignments and a final essay exam. Attendance and class participation are expected.
U ED 75200—Intersection of Policy and Structural Inequalities
GC: M, 4:15-615p, Room TBD, 3 credits, Fine 
Drawing on critical theory (critical race, feminist, post-colonial, queer and critical disability studies) and educational justice movements on the ground, this course will be organized to study the history, and document the present enactments of neoliberal "blues" -- the circuits of dispossession through which current educational policy undermines equity and justice, and also chronicle sites of radical possibility (drawing from Jean Anyon) in and around educational praxis in schools and out, community organizing, labor/solidarity justice and mobilizations for broadened access to higher education. Students will conduct archival work on historic sites of educational protest and possibility (e.g. freedom schools; literacy campaigns in Cuba) as well as mini-ethnographies at contemporary sites of "radical possibilities"
Students will draw from urban education, psychology, Africana studies, women/gender studies, public health and the law school.
UED 75200—School Choice
GC: M, 6:30 - 8:30p, Room TBD, 3 credits, Kafka 
School "choice," once a buzzword that appealed to a limited set of political players, has now become the norm in most urban school systems in the United States and is rapidly spreading into suburban districts as well. In this seminar we will consider the history and theory behind school "choice" and investigate what it looks like on the ground in various settings - from district-wide choice here in New York City, to vouchers in Milwaukee, to charter schools in the suburbs of Minnesota and Delaware, to choice-based programs in international settings such as Sweden and Chile. Through reading, class discussion, and independent research, students will gain an understanding of the multiple arguments surrounding choice and their respective policy implications.
UED 75200—Language, Culture, and Disability: Psychological Perspectives
GC: T, 6:30 - 8:30p, Room TBD, 3 credits, Bursztyn 
This seminar addresses childhood disability in the context of cultural and linguistic diversity in urban schools and communities. It will thematically explore a range of topics including the roles of language and culture in child and adolescent development; the impact of disability on learning, social/emotional development, and identity formation in cultural context. The seminar will consider the psychological challenges faced by immigrant and transnational children and families, with an emphasis on children with special needs. This course presents perspectives on language, culture, and disabilities through published research, selected case studies, documentary films, and literature.
U ED 75200—Culture Identity and Education
GC: W, 630 - 830p, Room TBD, 3 credits, Luttrell  only open to UED and MALS
This seminar focuses on schools as sites of social struggle and individual agency where children and young people learn about social and cultural differences, contend with social inequalities and injustices, navigate complex racial, ethnic, gender, class, and sexual relations, manage complex emotions, and create their own complex, multi-layered sense of subjectivity and social identities. We will read a series of contemporary ethnographic accounts of urban schooling as a means to interrogate and theorize about the connections between self, culture and society. The course will feature changing conceptions of culture within educational research and within the ethnographic texts we examine. We will also consider the practice of ethnography – as an art, a science, and a craft. In an effort to learn about these habits of mind, students will be required to spend time outside of class engaged in some ethnographic observation and writing up and analyzing field notes.
U ED 75200—Doing Visual Research with Children and Youth
GC: W, 415 - 615p, Room TBD, credits, Luttrell  Permission only
In the past decade there has been an explosion of visual research projects as a means to study young people’s social lives and subjectivities “through their own eyes” and to afford them more participation and “voice” in the production of knowledge. This course considers philosophical, theoretical, methodological and ethical issues involved in such projects across several disciplines (e.g. anthropology, sociology, education, cultural studies, public health, and media studies). We will also tackle the problematic notion of voice and the realization of a participation agenda in various studies that we examine.
The aim of the course is three-fold. First, it seeks to expand students’ knowledge about and critical assessment of the use of visual data and analysis in projects with children/youth. Second, it offers students an opportunity to learn about the co-production and complexities of one strategy of visual data analysis being used in my on-going longitudinal, participatory visual ethnography of transnational childhoods. Students will produce a visual narrative for an individual child as a means to condense and display salient themes and patterns in how a child is using his/her photos to tell about his/her life across several contexts, spaces and time. Third, through discussion of other visual narratives (and those that are produced in class) students will develop conceptual and methodological skills to be applied in their own visual research with children/youth. Some students may opt to analyze visual data they have already gathered or will gather over the course of the semester.
Students will need to know or learn IMovie or Final Cut Pro.
U ED 75200—Multilingualism and Education
GC: W, 415 - 615p, Room TBD, 3 credits, Garcia 
This seminar will explore two fundamental questions:
What are the different understandings of language and bi/multilingualism in scholarship today? How is the concept of multilingualism contested?
What are the ways in which the different conceptions of multilingualism impact policies, programs and practices to educate minoritized groups around the world–– immigrants, indigenous, and autochthonous groups?
In reviewing theories of bilingualism/multilingualism, the seminar will put special emphasis on critical/post-modernist sociolinguistic approaches to the topic, and how these can lead to a re-imagining of education for all bilingual children in the 21st century. It considers multilingual education in its relationship to broader social and political concerns. Thus, the seminar relies on concepts from, and debates in, applied linguistics, bilingual education, TESOL, sociolinguistics, anthropology, as well as critical sociocultural theory in language and education. Taking a global approach, the seminar will include international contexts, as well as the education of bilingual children in the United States.
U ED 75200—Globalization of Education
GC: T, 415 - 615p, Room TBD, 3 credits, Spring 
Today education is globalized with most nations sharing similar education structures and goals that link schooling to economic development. The Organization for Economic Cooperation and Development (OECD is now referred to as the “World Ministry of Education” because of the influence of its international tests (PISA and TIMSS) and its networking with the World Economic Forum, the World Bank, the United Nations, national governments, and global educational corporations.
Corporations are important players in the globalization process. Of particular importance is the global reach of publishers and test makers, such as Pearson and the Educational Testing Services, hardware and software makers, like Apple, NewsCorp, Samsung, and Microsoft, and tutoring services, such as Kumon and Kaplan. In addition, some universities are globalized with branch campuses in many countries and through the attraction of international students.
Educational globalization reflects two important concepts: the “economization of education” and the “audit state.” The economization of education refers to schooling being linked to economic and income growth in contrast to traditional religious and cultural goals. The value of education is analyzed through the lenses of economists. The ‘audit state’ continually monitors performance, including educational performance, by standardized assessments.
Educational globalization raises important issues to be discussed in the seminar.
Who or what organizations exert power over this globalized educational system? In this context, we will discuss the major players, including the World Economic Forum, OECD, the United Nations, the World Bank and others.
What happens to local cultures and languages in this process of globalization? Will globalization create a world culture and language at the expense of local languages and cultures?
Will English or Mandarin become the world language?
Will graduates of this globalized system struggle for social justice or be compliant workers for global corporations?
Students will choose a topic for a presentation and essay that reflects their academic interests.
UED 75200—The Evolution of American Higher Education: The Policies and the People
GC: T, 415 - 615p, Room TBD, 3 credits, Goldstein 
The development of higher education in America is a remarkable story. We start not in colonial America, where in the mid 17th century the very first institutions were born, but in the mid 1800s where the principle of meritocracy practiced by leading centers of research and teaching at some of the great European centers in Germany, England and France shaped our great universities as we know them today.
Ours is a history of courageous and deep thinkers that guided the development of American universities. That work was spurred on by enlightened federal legislation that paved the way for the complex of institutions making up American higher education. During the civil war, President Lincoln signed the Morrill Act of 1862, an expansive piece of legislation that created incentives for States to build and staff public universities. Higher education became accessible to large numbers of students who were previously excluded because of cost. With the rapid rise in access, higher education became more democratic, resulting in greater participation from demographic groups that had limited opportunities before. Further, for the first time government envisioned the creation of a relationship between economic development and the academic programs of these newly established public academic institutions, creating greater efficiencies and innovations in existing enterprises.
As significant as this piece of legislation was, the GI Bill of Rights signed by President Roosevelt in 1944 was even more far reaching. This resulted in easing the transition back to civilian life by providing tuition and other financial support for over eight million veterans to attend a college of their choice (provided they met the requisite admission standards). It also added significantly to wealth creation of millions of people and their families as well as for countless others from the institutions that developed due to their creative work. Completing the efforts at the federal level was the expansion of legislation expanding the NIH, and the creations of the NSF and the NEH. These federal mission agencies among others allowed for many institutions to expand their research capabilities and become the powerhouses they are today.
The course will meet once per week for three hours. Each student will be expected to lead a discussion (with the assistance of the professor) once during the semester, and produce a high quality paper derived from one of the main subjects discussed.
PSYC 80103 Learning & Dev: Soc, Crit, Dial. Approaches, Room TBD, T 415-615p, Stetsenko
This course will provide materials from the range of frameworks that challenge traditional assumptions about, and mechanistic divides between, the processes of development and learning. Whereas standard psychological approaches have done great harm through the uncritical application of notions such as heredity, differential achievement based in presumably inborn limitations, and IQ testing, the alternative proposals focus on malleability and plasticity of development and suggest that all students have infinite potential to learn if provided with requisite social supports and cultural mediation. Theories of Vygotsky, Dewey and Freire will be discussed, among others, in terms of their position on the topics of development and learning. Contemporary developments in sociocultural, activity theory and situated, dynamic and participatory approaches will be discussed too. The course is devised to offer the critical tools for meaningfully addressing not only a variety of academic and research topics but also the current policy debates in education.
IDS 70200 Mapping the Futures of Higher Education, Room TBD, T 415-615p, Davidson and Kelly
The course is designed for second, third, or fourth year graduate students who are teaching during S 2015 at one of CUNY’s colleges or community colleges. Like the larger Futures Initiative, this course looks in two directions at once. First, it examines and then puts into practice a range of new peer-driven innovative pedagogies across disciplines that will serve graduate students who are committed to exploring a range of new teaching skills and objectives. The assumption here is that most of the methods, assessment tools, and the general apparatus of higher education were developed in the Industrial Age (roughly 1865-1925) and it is imperative that we design new cross-disciplinary methods and structures to rethink education for the new arrangements and informal learning styles of the Internet Age. Second, “Mapping the Futures of Higher Education” focuses on the role and requirements of public education in the U.S. in a stressed time where, nationally, we have seen several decades of defunding public education, leading both to a student debt crisis and a professorial crisis of adjunct or contingent labor practices. What are the costs of public education? Who bears them? What are the collective investments society makes in public education and what are the rewards?
In this course, we will design collaborative online tools, including a number of public ones, to include the students taught at the CUNY colleges in a semester-long inquiry and practicum into better ways of thinking, knowing, creating, and transforming institutional structures, both across fields and within them. One collective project we will develop in this course is a public, online “CUNY Map of New York” to represent the goals and the collective contribution of public higher education in a democracy. We’ll focus on public engagement and presentation of work; visual, digital, and data literacies; quantitative, qualitative, and performative thinking; translation of specialized doctoral research for a generalist audience (of peers, students, and the public); new forms of qualitative and quantitative assessment across all fields and levels; and analysis of the importance of access, diversity, quality, and equality for higher education and the collective good in a democratic society.
All of this will be driven by a student-designed syllabus that embodies the course’s core peer-learning collaborative methods.